Disciplinary Climate, Opportunity to Learn, and Mathematics Achievement: An Analysis Using Doubly Latent Multilevel Structural Equation Modeling

Autor/inn/en	Wang, Faming; Liu, Yaping; Leung, Shing On
Titel	Disciplinary Climate, Opportunity to Learn, and Mathematics Achievement: An Analysis Using Doubly Latent Multilevel Structural Equation Modeling
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 3, S.479-496 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Faming) ORCID (Liu, Yaping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2043393
Schlagwörter	Mathematics Achievement; Structural Equation Models; Discipline Policy; Educational Environment; Correlation; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Cross Cultural Studies; Student Attitudes; Classroom Techniques; Likert Scales; Socioeconomic Status; Factor Analysis; Reliability; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Disziplinarmaßnahme; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Cultural comparison; Kulturvergleich; Schülerverhalten; Klassenführung; Likert-Skala; Socio-economic status; Sozioökonomischer Status; Faktorenanalyse; Reliabilität
Abstract	Disciplinary climate and opportunity to learn (OTL) are considered as effectiveness-enhancing factors that can improve mathematics achievement. In this study, we investigated whether the school-level aggregation of student-reported OTL could yield reliable and valid measures, and then explored the relationships among disciplinary climate, OTL, and mathematics achievement at both school and student levels. Doubly latent multilevel structural equation modeling was adopted to analyze data from 63 countries/economies measured in the Programme for International Student Assessment (PISA) 2012. Three key findings emerged: (1) both disciplinary climate and OTL were reliable constructs when used at the school level, (2) disciplinary climate and OTL had positive effects on achievement at the school level, and OTL mediated the influence of disciplinary climate on achievement, and (3) OTL was positively associated with student achievement at the student level. Methodological and practical implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01